International Baccalaureate Diploma Programme Subject Brief

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1 International Baccalaureate Diploma Programme Subject Brief Sciences: Biology Higher level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP biology course are to enable students to: 1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. acquire a body of knowledge, methods and techniques that characterize science and technology 3. apply and use a body of knowledge, methods and techniques that characterize science and technology 4. develop an ability to analyse, evaluate and synthesize scientific information 5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. develop experimental and investigative scientific skills including the use of current technologies 7. develop and apply 21st century communication skills in the study of science 8. become critically aware, as global citizens, of the ethical implications of using science and technology 9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. Component Core 1. Cell biology 2. Molecular biology 3. Genetics 4. Ecology 5. Evolution and biodiversity 6. Human physiology Additional higher level 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

2 Option (Choice of one out of four) A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology Practical scheme of work Prescribed and other practical activities Individual investigation Group 4 project The group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas. The emphasis is on interdisciplinary cooperation and the scientific processes It is the intention of this course that students are able to fulfill the following objectives: 1. Demonstrate knowledge and understanding of: facts, concepts, and terminology methodologies and techniques communicating scientific information. 2. Apply: facts, concepts, and terminology methodologies and techniques methods of communicating scientific information. 3. Formulate, analyse and evaluate: hypotheses, research questions and predictions methodologies and techniques primary and secondary data scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations. Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External Paper 1 40 multiple-choice 1 20 questions Paper 2 Data-based, short answer and extended response questions Paper 3 Data-based, short answer and extended response questions Internal Individual investigation Investigation and write-up of 6 to 12 pages Membrane proteins of mice cells were marked with green and membrane proteins of human cells were marked with red. The cells were fused together. What would be seen after two hours? (Paper 1) The species is the basis for naming and classifying organism. o Explain how new species can emerge by directional selection disruptive selection polyploidy. o Outline the advantages to scientists of the binomial system for naming species. o Describe the use of dichotomous keys for the identification of specimens. (Paper 2) Brain death is a clinical diagnosis based on the absence of neurological function, with a known irreversible cause of coma. o Explain a named method to assess brain damage. o Distinguish between a reflex arc and other responses by the nervous system. o Describe the events that occur in the nervous system when something very hot is touched. (Paper 3) About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or

3 International Baccalaureate Diploma Programme Subject Brief The arts: Visual arts Standard level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate three key course components. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Component Visual arts in context Examine and compare the work of artists from different cultural contexts. Consider the contexts influencing their own work and the work of others. Make art through a process of investigation, thinking critically and experimenting with techniques. Apply identified techniques to their own developing work. Develop an informed response to work and exhibitions they have seen and experienced. Begin to formulate personal intentions for creating and displaying their own artworks. Recommended teaching hours 50 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

4 Visual arts methods Look at different techniques for making art. Investigate and compare how and why different techniques have evolved and the processes involved. Experiment with diverse media and explore techniques for making art. Develop concepts through processes informed by skills, techniques and media. Evaluate how their ongoing work communicates meaning and purpose. Consider the nature of exhibition and think about the process of selection and the potential impact of their work on different audiences. Communicating visual arts Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding. Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. Select and present resolved works for exhibition. Explain the ways in which the works are connected. Discuss how artistic judgments impact the overall presentation. Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. Having followed the visual arts course, students are expected to: 1. Demonstrate knowledge and understanding of specified content Identify various contexts in which the visual arts can be created and presented Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers Recognize the skills, techniques, media, forms and processes associated with the visual arts Present work, using appropriate visual arts language, as appropriate to intentions 2. Demonstrate application and analysis of knowledge and understanding Express concepts, ideas and meaning through visual communication Analyse artworks from a variety of different contexts Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making 3. Demonstrate synthesis and evaluation Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience Demonstrate the use of critical reflection to highlight success and failure in order to progress work Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4. Select, use and apply a variety of appropriate skills and techniques Experiment with different media, materials and techniques in art-making Make appropriate choices in the selection of images, media, materials and techniques in art-making Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes Produce a body of resolved and unresolved artworks as appropriate to intentions Assessment at a glance Type of Format of Weighting of final grade (%) External 60 Comparative study Process portfolio screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists A list of sources used 9 18 screens which evidence the student s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities Internal 40 Exhibition A curatorial rationale that does not exceed 400 words 4 7 artworks Exhibition text (stating the title, medium, size and intention) for each artwork About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or

5 International Baccalaureate Diploma Programme Subject Brief The arts: Visual arts Higher level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate three key course components. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Component Visual arts in context Examine and compare the work of artists from different cultural contexts. Consider the contexts influencing their own work and the work of others. Make art through a process of investigation, thinking critically and experimenting with techniques. Apply identified techniques to their own developing work. Develop an informed response to work and exhibitions they have seen and experienced. Begin to formulate personal intentions for creating and displaying their own artworks. Recommended teaching hours 80 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

6 Visual arts methods Look at different techniques for making art. Investigate and compare how and why different techniques have evolved and the processes involved. Experiment with diverse media and explore techniques for making art. Develop concepts through processes informed by skills, techniques and media. Evaluate how their ongoing work communicates meaning and purpose. Consider the nature of exhibition, and think about the process of selection and the potential impact of their work on different audiences. Communicating visual arts Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding. Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. Select and present resolved works for exhibition. Explain the ways in which the works are connected. Discuss how artistic judgments impact the overall presentation. Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. Having followed the visual arts course, students are expected to: 1. Demonstrate knowledge and understanding of specified content Identify various contexts in which the visual arts can be created and presented Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers Recognize the skills, techniques, media, forms and processes associated with the visual arts Present work, using appropriate visual arts language, as appropriate to intentions 2. Demonstrate application and analysis of knowledge and understanding Express concepts, ideas and meaning through visual communication Analyse artworks from a variety of different contexts Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making 3. Demonstrate synthesis and evaluation Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience Demonstrate the use of critical reflection to highlight success and failure in order to progress work Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4. Select, use and apply a variety of appropriate skills and techniques Experiment with different media, materials and techniques in art-making Make appropriate choices in the selection of images, media, materials and techniques in art-making Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes Produce a body of resolved and unresolved artworks as appropriate to intentions Assessment at a glance Type of Format of Weighting of final grade (%) External 60 Comparative study Process portfolio screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists 3 5 screens which analyse the extent to which the student s work and practices have been influenced by the art and artists examined A list of sources used screens which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities Internal 40 Exhibition A curatorial rationale that does not exceed 700 words 8 11 artworks Exhibition text (stating the title, medium, size and intention) for each artwork About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or

7 IB psychology higher level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Psychology higher level is in group 3, individuals and societies. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate key course components in the IB Diploma Programme. Overview of the psychology higher level course and curriculum model The IB Diploma Programme higher level psychology course aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry. Students learn to understand the biological, cognitive and sociocultural influences on human behaviour and explore alternative explanations of behaviour. They also understand and use diverse methods of psychological inquiry. In addition, the course is designed to: encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions develop the capacity to identify, analyse critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society enable students to collect, describe and analyse data used in studies, test hypotheses; and interpret complex data and source material enable the student to recognize that the content and methodologies are contestable and that their study requires the toleration of uncertainty develop an awareness of how psychological research can be applied for the better understanding of human behaviour ensure that ethical practices are upheld in psychological inquiry develop an understanding of the biological, cognitive and sociocultural influences on human behaviour develop an understanding of alternative explanations of behavior understand and use diverse methods of psychological inquiry. Psychology higher level Core Options Additional higher level Experimental study Total teaching hours 90 hours of instruction on three topics The biological level of analysis The cognitive level of analysis The sociocultural level of analysis 30 hours of instruction on two additional topics Abnormal psychology Developmental psychology Health psychology Psychology of human relationships Sport psychology Qualitative research in psychology Introduction to experimental research methodology 90 hours 60 hours 50 hours 40 hours 240 hours

8 Assessment for psychology higher level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification. The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge and comprehension of specified content, research methods, theories, such as key concepts, biological, cognitive and sociocultural levels of analysis application and analysis, including using psychological research and psychological concepts to formulate an argument in response to a specific question synthesis and evaluation of psychological theories, empirical studies, and research methods used to investigate behaviour selection and use of skills appropriate to psychology, the acquisition of knowledge, skills required for experimental design, data collection and presentation, data analysis and interpretation data analysis using an appropriate inferential statistical test and write an organized response. Students success in the psychology higher level course is measured by combining their grades on external and internal. On external s, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the biological, cognitive and sociocultural levels of analysis. Students in higher level courses are also assessed on their knowledge and understanding of qualitative research. For their internal, psychology higher level students plan, undertake and report on a simple experimental study. Assessment at a glance Type of Format of Time (hours) External 80 Paper 1 Question response 2 35 and an essay Paper 2 Answer 2 of questions in essay form Paper 3 Answer three 1 20 questions Internal 20 Study report A report of a simple experimental study conducted by the student Weighting of final grade (%) The following questions appeared in previous IB Diploma Programme psychology higher level examinations.* 1. To what extent does genetic inheritance influence behaviour? Use relevant research studies in your response. (Paper 1) 2. Evaluate two research studies investigating the role of communication in maintaining relationships. (Paper 2) 3. The study outlined above uses the phrase inductive content analysis. Explain the advantages and disadvantages of using this research strategy in the context of this specific study. (Paper 3, with regard to a supplied study) * the syllabus for examinations current until 2016 Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

9 International Baccalaureate Diploma Programme Subject Brief Sciences: Physics Standard level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP physics course are to enable students to: 1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. acquire a body of knowledge, methods and techniques that characterize science and technology 3. apply and use a body of knowledge, methods and techniques that characterize science and technology 4. develop an ability to analyse, evaluate and synthesize scientific information 5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. develop experimental and investigative scientific skills including the use of current technologies 7. develop and apply 21st century communication skills in the study of science 8. become critically aware, as global citizens, of the ethical implications of using science and technology 9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. Component Core 1. Measurements and uncertainties 2. Mechanics 3. Thermal physics 4. Waves 5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic, nuclear and particle physics 8. Energy production Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

10 Option (Choice of one out of four) A. Relativity B. Engineering physics C. Imaging D. Astrophysics Practical scheme of work Prescribed and other practical activities Individual investigation (internally assessed) Group 4 project The group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes. It is the intention of this course that students are able to fulfill the following objectives: 1. Demonstrate knowledge and understanding of: facts, concepts, and terminology methodologies and techniques communicating scientific information. 2. Apply: facts, concepts, and terminology methodologies and techniques methods of communicating scientific information. 3. Formulate, analyse and evaluate: hypotheses, research questions and predictions methodologies and techniques primary and secondary data scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations. Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 3 80 Paper 1 30 multiple-choice questions Paper 2 Short answer and extended response questions (Core) Paper 3 Data- and practical-based 1 20 questions plus, short answer and extended response questions on the option Internal Individual investigation Investigation and write-up of 6 to 12 pages An object falls freely from rest through a vertical distance of 44.0m in a time of 3.0s. What value should be quoted for the acceleration of free-fall? (Paper 1) A ms -2 B ms -2 C. 9.78ms -2 D. 9.8ms -2 There is a suggestion that the temperature of the Earth may increase if the use of fossil fuels is not reduced over the coming years. Explain, with reference to the enhanced greenhouse effect, why this temperature increase may occur. (Paper 2) In an experiment to measure the specific heat capacity of a metal, a piece of metal is placed inside a container of boiling water at 100 C. The metal is then transferred into a calorimeter containing water at a temperature of 10 C. The final equilibrium temperature of the water was measured. One source of error in this experiment is that the small mass of boiling water will be transferred to the calorimeter along with the metal. (a) Suggest the effect of the error on the measured value of the specific heat capacity of the metal (b) State one other source of error for this experiment (Paper 3) About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or

11 International Baccalaureate Diploma Programme Subject Brief Individuals and societies: Philosophy Standard level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The philosophy course provides an opportunity for students to engage with some of the world s most interesting and influential thinkers. It also develops highly transferable skills such as the ability to formulate arguments clearly, to make reasoned judgments and to evaluate highly complex and multifaceted issues. The emphasis of the DP philosophy course is on doing philosophy, that is, on actively engaging students in philosophical activity. The course is focused on stimulating students intellectual curiosity and encouraging them to examine both their own perspectives and those of others. Students are challenged to develop their own philosophical voice and to grow into independent thinkers. They develop their skills through the study of philosophical themes and the close reading of a philosophical text. They also learn to apply their philosophical knowledge and skills to real-life situations and to explore how non-philosophical material can be treated in a philosophical way. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. The aim of the philosophy course is to engage students in philosophical activity, enabling them to: 1. develop an inquiring and intellectually curious way of thinking 2. formulate arguments in a sound and purposeful way 3. examine critically their own experiences and their ideological and cultural perspectives 4. appreciate the diversity of approaches within philosophical thinking 5. apply their philosophical knowledge and skills to the world around them. Component Recommended teaching hours Core theme 50 The core theme Being human is compulsory for all students. Optional themes 40 SL students are required to study one theme from the following list. 1. Aesthetics 2. Epistemology 3. Ethics 4. Philosophy and contemporary society 5. Philosophy of religion 6. Philosophy of science 7. Political philosophy Prescribed text 40 Students are required to study one text from the IB list of prescribed philosophical texts. Internal 20 SL and HL students are required to produce a philosophical analysis of a non-philosophical stimulus. International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

12 There are four objectives for the DP philosophy course. Having followed the course, students will be expected to demonstrate the following: 1. Knowledge and understanding Demonstrate knowledge and understanding of philosophical concepts, issues and arguments. Identify the philosophical issues present in both philosophical and non-philosophical stimuli. 2. Application and analysis Analyse philosophical concepts, issues and arguments. Analyse the philosophical issues present in both philosophical and non-philosophical stimuli. Explain and analyse different approaches to philosophical issues, making use of relevant supporting evidence/examples. 3. Synthesis and evaluation Evaluate philosophical concepts, issues and arguments. Construct and develop relevant, balanced and focused arguments. Discuss and evaluate different interpretations or points of view. 4. Selection, use and application of appropriate skills and techniques Demonstrate the ability to produce clear and well-structured written responses. Demonstrate appropriate and precise use of philosophical vocabulary. In the internal task, demonstrate evidence of research skills, organization and referencing. Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External Paper 1 Stimulus-based questions on core theme and essay questions on optional themes. Paper 2 Questions on prescribed 1 25 philosophical texts. Internal Analysis Students are required to complete a philosophical analysis of a non-philosophical stimulus To what extent do you agree with the claim that character-based approaches are more useful in making moral decisions than consequence-based approaches? (Paper 1) Evaluate the claim that social networking technologies are fundamentally changing the nature of social interactions and relationships. (Paper 1) Part a.) Explain Plato s distinction between knowledge, belief and ignorance. Part b.) Discuss the viability of these distinctions. (Paper 2) About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or

13 IB music standard level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Music standard level is in group 6, the arts. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate four key course components in the IB Diploma Programme. Overview of the music standard level course and curriculum model The IB Diploma Programme standard level music course seeks to develop students knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to: enjoy lifelong engagement with the arts become informed, reflective and critical practitioners in the arts understand the dynamic and changing nature of the arts explore and value the diversity of the arts across time, place and cultures express ideas with confidence and competence develop perceptual and analytical skills develop their knowledge and potential as musicians, both personally and collaboratively. Music standard level Components Core Musical perception 75 hours Options Students choose one of the three options Creating Solo performing Group performing 75 hours Total teaching hours 150 hours Assessment for music standard level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification. The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge, understanding and perception of music in relation to time, place and cultures appropriate musical terminology to describe and reflect their critical understanding of music comparative analysis of music in relation to time, place and cultures. creative skills through exploration, control and development of musical elements performance skills through solo or group music making critical-thinking skills through reflective thought. Students success in the music standard level course is measured by combining their grades on external and internal.

14 Assessment for music standard level (continued) Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively. The listening paper is based on musical perception analysis, examination, comparing and contrasting pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and world music. In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links. For the creating option, students create two 3- to 6-minute pieces, choosing from a wide range of styles and media, including traditional instruments, voices and/ or music technology, and reflect on their understanding of the intention, process and outcome of the pieces For the solo performing option, students must submit a programme of contrasting pieces in any style of music that is 15 minutes in length. Assessment at a glance Type of Format of Time (hours) External 50 Listening Paper Musical links investigation Five musical perception questions A written media script of 2,000 words or less, investigating the significant musical links between two or more pieces from distinct musical cultures Internal 50 Creating or performing Students choose one of the three options. Creating: Two pieces of coursework with recordings and written work Solo performing: A recording selected from pieces presented during one or more public performances Group performing: A recording selected from pieces presented during two or more public performances Weighting of final grade (%) 20 For the group performing option, a submission is made for students in the group of pieces selected from two or more public performances that is minutes in length. Assessment criteria are used to assess students achievement in music. These criteria are related to the objectives established for the music course and to the group 6 grade descriptors. The following questions appeared in previous IB Diploma Programme music standard level examinations.* Listening paper section A Sample: Violin Concerto II Allegro Adagio by A Berg and Adiós Nonino by A Piazzolla Investigate significant musical links between these two pieces by analysing and comparing and contrasting their timbre/tone colour and melody. * the syllabus for examinations current until 2016 Listening paper section B Sample: Unidentified Piece (no score provided) Analyse, examine and discuss in detail what you hear in this extract. Sample: String Quartet No. 8, Op Movement I by D Shostakovich (score provided) With clear reference to the score provided, analyse, examine and discuss in detail what you hear in this extract. Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

15 IB music higher level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Music higher level is in group 6, the arts. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate key course components in the IB Diploma Programme. Overview of the music higher level course and curriculum model The IB Diploma Programme higher level music course seeks to develop students knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology, and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to: enjoy lifelong engagement with the arts become informed, reflective and critical practitioners in the arts understand the dynamic and changing nature of the arts explore and value the diversity of the arts across time, place and cultures express ideas with confidence and competence develop perceptual and analytical skills develop their knowledge and potential as musicians, both personally and collaboratively. Music higher level Components Musical perception Creating Solo performing Total teaching hours 90 hours 75 hours 75 hours 240 hours Assessment for music higher level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification. The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge, understanding and perception of music in relation to time, place and cultures appropriate musical terminology to describe and reflect their critical understanding of music comparative analysis of music in relation to time, place and cultures creative skills through exploration, control and development of musical elements performance skills through solo music making critical-thinking skills through reflective thought. Students success in the music higher level course is measured by combining their grades in external and internal. Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively.

16 Assessment for music higher level (continued) The listening paper is based on musical perception analysis, examination, comparing and contrasting of pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and world music. Section C relates to comparing and contrasting two extracts from section B. In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links. In creating, students create three pieces of 3 to 6 minutes in length choosing from a wide range of styles and media, including traditional instruments, voices and/ or music technology, and reflect on their understanding of the intention, process and outcome of the pieces. In the performing component, students must submit a programme of contrasting pieces in any style of music that is 20 minutes in length. Assessment criteria are used to assess students achievement in music. These criteria are related to the objectives established for the music course and to the group 6 grade descriptors. Assessment at a glance Type of Format of Time (hours) External 50 Listening paper Musical links investigation Seven musical perception questions A written media script of 2,000 words or less, investigating the significant musical links between two or more pieces from distinct musical cultures 3 30 Internal 50 Creating and performing Creating: three pieces of coursework with recordings and written work Solo performing: A recording selected from pieces presented during one or more public performances Weighting of final grade (%) The following questions appeared in previous IB Diploma Programme music higher level examinations. Listening paper section A Sample: Violin Concerto II Allegro Adagio by A Berg and Adiós Nonino by A Piazzolla Investigate significant musical links between these two pieces by analysing and comparing and contrasting their timbre/tone colour and melody. Listening paper section B Sample: Unidentified Piece (no score provided) Analyse, examine and discuss in detail what you hear in this extract. Sample: String Quartet No. 8, Op Movement I by D Shostakovich (score provided) With clear reference to the score provided, analyse, examine and discuss in detail what you hear in this extract. Listening paper section C Sample: Select any two of the extracts from section B. Investigate and evaluate two (or more) significant musical links between these extracts. Arguments must be fully justified, located and relevant to the chosen extracts. Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

17 International Baccalaureate Diploma Programme Subject Brief Mathematics: Mathematics Standard level First s 2014 Last s 2020 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed exploration offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The aims of all mathematics courses in group 5 are to enable students to: enjoy mathematics, and develop an appreciation of the elegance and power of mathematics develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking, and patience and persistence in problem-solving employ and refine their powers of abstraction and generalization apply and transfer skills to alternative situations, to other areas of knowledge and to future developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course. Component Topic 1 Algebra Topic 2 Functions and equations Topic 3 Circular functions and trigonometry Topic 4 Vectors Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

18 Topic 5 Statistics and probability Topic 6 Calculus Mathematical exploration Internal in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. Having followed the mathematics standard level course, students will be expected to demonstrate the following. Knowledge and understanding: recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems. Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation. Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions. Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 3 80 Paper 1 (non-calculator) Paper 2 (graphical display calculator required) Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus. Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus Internal 20 Mathematical exploration Internal in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. A data set has a mean of 20 and a standard deviation of 6. A) Each value in the data set has 10 added to it. Write down the value of i. the new mean; ii. the new standard deviation. B) Each value in the original data set is multiplied by 10. i. Write down the value of the new mean. ii. Find the value of the new variance. Given that f(x) = 1/x, answer the following. A) Find the first four derivatives of f (x). B) Write an expression for f (n) in terms of x and n. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or

19 International Baccalaureate Diploma Programme Subject Brief Mathematics: Mathematics Higher level First s 2014 Last s 2020 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP higher level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The aims of all mathematics courses in group 5 are to enable students to: enjoy and develop an appreciation of the elegance and power of mathematics develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking, and patience and persistence in problem-solving employ and refine their powers of abstraction and generalization apply and transfer skills to alternative situations, to other areas of knowledge and to future developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course. Component Topic 1 Algebra Topic 2 Functions and equations Topic 3 Circular functions and trigonometry Topic 4 Vectors Topic 5 Statistics and probability Topic 6 Calculus Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

20 Option syllabus content Students must study one of the following options. Topic 7 Statistics and probability Topic 8 Sets, relations and groups Topic 9 Calculus Topic 10 Discrete mathematics Mathematical exploration A piece of individual written work that involves investigating an area of mathematics. Having followed the mathematics higher level course, students will be expected to demonstrate the following: Knowledge and understanding: recall, select and use knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems. Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation. Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions. Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 5 80 Paper 1 (non-calculator) Paper 2 (graphical display calculator required) Paper 3 (graphical display calculator required) Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus. Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus. Compulsory extended-response questions based mainly on the syllabus options Internal 20 Mathematical exploration The individual exploration is a piece of written work that involves investigating an area of mathematics. The vectors a, b, c satisfy the equation a+b+c=0. Show that a b=b c=c a. Consider the following system of equations: x + y + z = 1 2x + 3y + z = 3 x + 3y z = λ where λεr. A. Show that this system does not have a unique solution for any value of λ. B. i. Determine the value of λ for which the system is consistent. ii. For this value of λ, find the general solution of the system. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or

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